Development of Learning achievement of The Prathomsuksa 1 Students by Using Math Game at Rim-khongwittaya School

Abstract

            The objectives of this research were: 1) to study the context and needs for improving the academic achievement of Grade 1 students at Rim Khong Witthaya School; 2) to develop mathematics lesson plans using game-based learning activities for Grade 1 students to meet the efficiency criterion of 75/75; and 3) to evaluate and compare the students' post-learning academic achievement against the 75% criterion. The target group consisted of 18 Grade 1 students at Rim Khong Witthaya School during the first semester of the 2025 academic year. The research instruments included: 1) interview forms for primary school mathematics teachers, 2) mathematics lesson plans, and 3) pre-test and post-test academic achievement assessments. Data were analyzed using mean ( ), standard deviation (S.D.), and percentage.

The research findings were as follows: 1. The context of mathematics instruction for Grade 1 at Rim Khong Witthaya School primarily relied on teacher-centered explanations and textbook exercises, which did not align with the nature of young learners who require play-based and hands-on learning. There is a critical need to develop fundamental mathematical skills through instruction that emphasizes student happiness, reduces stress, and builds understanding through practical application. Mathematical games were found to be appropriate learning media as they increase motivation and promote experiential learning. The instructional design process began with learner analysis, surveying basic abilities, identifying low-achieving students, and defining learning objectives based on indicators, utilizing simple, engaging, and goal-oriented mathematical games. 2)The mathematics lesson plans utilizing game-based activities for Grade 1 students demonstrated a process efficiency (E₁) of 79.93 and a product efficiency (E₂) of 85.56. Therefore, the developed instructional activities achieved an overall efficiency of 79.93/85.56, which exceeded the specified 75/75 criterion. 3) The academic achievement of Grade 1 students after implementing the game-based mathematics lesson plans was significantly higher than the 75% criterion.